MedEdPORTAL (Apr 2014)
The Pleural Space
Abstract
Abstract Introduction Understanding the pleural space and the various events leading to the development of pathologic accumulation of pleural fluid (i.e., pleural effusion) can be daunting. The didactics involved in conveying the imaging and the lab values in assessing pleural effusions often overwhelm the learner, leaving them wanting for a conceptual approach to pleural effusion. We have developed a concise animation that summarizes, in conversational question-and-answer format, key concepts about the structure and function of the pleural space under normal circumstances and reviews the various mechanisms of pleural effusion formation under pathologic circumstances. The intended audience is second-year medical students, although it can be also considered review material for all medical students, physicians-in-training, and seasoned clinicians. Methods This resource contains a 9-minute video featuring animations as well as explanations of terms, processes, and mechanics related to pleural effusion. Students may view this video before they attend any lectures/small group activities on the topic. Results A formal student feedback survey was distributed during a lecture on the diagnostic evaluation of pleural effusions. Of the 57 total students who viewed the animation prior to the video, 47 (81%) provided completed surveys. Seventy-two percent of these students strongly agreed that the video helped them understand what causes pleural effusion, 62% strongly agreed that they could describe the contents of pleural effusion under normal conditions, and 83% strongly agreed to the item “I would recommend this video to a classmate.” Discussion The material in the animation is intended for use as a succinct introduction to pleural effusion in anticipation to either formal, more-encompassing lectures on the topic or small-group clinical exercises/problem-based exercises. The flexibility of format was intended to make the essential content available in a brief, concise format not only prior to the lecture, but also for review postlecture/small-group exercise, or even while in clinical rotations.
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